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Inclusive education

CORPS, Hannah
September 2012

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This policy brief provides an overview of Handicap International’s 2012 policy paper on inclusive education which explains Handicap International’s current work on inclusive education and offers perspectives for the period 2011-2015
PP Brief No 8

Inclusive education (background paper)

CORPS, Hannah
CERALLI, Gilles
BOISSEAU, Sandra
July 2012

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"This policy paper explains Handicap International’s current work on inclusive education and offers perspectives for the period 2011-2015. The primary aim is to provide readers with a deeper understanding of the topic and sufficient knowledge to undertake concrete, positive actions towards inclusion. This policy paper draws upon Handicap International’s experience in the field of education since 1998 and prior to that, its experience of working with former development partner Action Nord Sud (ANS) 2. It takes into account the outcomes of baseline field assessments, meetings with partners and donors, feedback from educational professionals, decision-makers and policymakers, and importantly, the views of children with disabilities and their families"
PP No 8

Towards inclusive education for children with disabilities : a guideline

CALDERBANK, Daniel
Ed
2009

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"The Manual begins by identifying the problem and setting out the rationale for the focus on the education of children with disabilities. This is followed by a detailed analysis of eight aspects of the education system and the ways in which it must change to allow the full inclusion of children with disabilities. Each aspect has a critical role to play in transforming the education system...The final section summarizes the way forward, with an emphasis on a rights-based approach to providing education of good quality for children with disabilities in the region"

Changing teaching practices : using curriculum differentiation to respond to students’ diversity

PERNER, Darlene
2005

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This guide was developed to facilitate and support inclusive education. It presents strategies and learning activities to facilitate curriculum differentiation, and offers suggestions, strategies, and learning activities to teachers to use in classrooms. This guide is useful to anyone interested in using curriculum differentiation to respond to students’ diversity

Youth disability advocacy service

YOUTH DISABILITY ADVOCACY SERVICE (YDAS)

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"The Youth Disability Advocacy Service (YDAS) is raising voices, expanding choices and creating change for young people with disabilities in Victoria, Australia. YDAS works alongside young people with disabilities between the ages of 12 and 25 to raise awareness of their rights and to support them to achieve what they want." This website gives information about their services, projects and advocacy activities. Links are provided to resources, news and events. This resource is useful for people interested in advocacy services for youth with disabilities in Australia

Teachers can help everyone learn

THE INTER-AGENCY NETWORK FOR EDUCATION IN EMERGENCIES (INEE)

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This poster highlights the role of teachers in supporting learners with disabilities. It is useful for anyone interested in inclusive education teachers
Note: This poster can be used as a promotional tool for the INEE Pocket Guide to Supporting Learners with Disabilities

An inclusive education guide for professionals

THE ALLIANCE FOR INCLUSIVE EDUCATION

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This guide is based on evidence and learning in terms of what works for the inclusion of disabled children and young people in mainstream education in specific countries. The Guide offers practical advice and information to those professionals already working with disabled children and their families and also to those professionals unfamiliar with this area of work

See the child before the disability

UNITED NATIONS CHILDREN’S FUND (UNICEF)

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This video shows that "children with disabilities and their communities both benefit if society focuses on what those children can achieve, rather than what they cannot"

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